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e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 4/E

저 자     : Ruth C. Clark, Richard E. Mayer
I S B N   : 9781119158660
출 판 년 : 2016
페 이 지 : 528p, Hardcover
출 판 사 : Wiley
가 격     : \53,000
주 문     : 신청수량 :  권 [주문하기] [돌아가기]
소 개

e-Learning and the Science of Instruction is the ultimate handbook for evidence-based e-learning design. Since the first edition of this book, e-learning has grown to account for at least 40% of all training delivery media. However, digital courses often fail to reach their potential for learning effectiveness and efficiency. This guide provides research-based guidelines on how best to present content with text, graphics, and audio as well as the conditions under which those guidelines are most effective. This updated fourth edition describes the guidelines, psychology, and applications for ways to improve learning through personalization techniques, coherence, animations, and a new chapter on evidence-based game design. The chapter on the Cognitive Theory of Multimedia Learning introduces three forms of cognitive load which are revisited throughout each chapter as the psychological basis for chapter principles. A new chapter on engagement in learning lays the groundwork for in-depth reviews of how to leverage worked examples, practice, online collaboration, and learner control to optimize learning. The updated instructor's materials include a syllabus, assignments, storyboard projects, and test items that you can adapt to your own course schedule and students.



차 례

1. e-Learning: Promise and Pitfalls
2. How Do People Learn from e-Courses?
3. Evidence-Based Practice
4. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone
5. Applying the Contiguity Principle: Align Words to Corresponding Graphics
6. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text
7. Applying the Redundancy Principle: Explain Visuals with Words in Audio or Text But Not Both
8. Applying the Coherence Principle: Adding Extra Material Can Hurt Learning
9. Applying the Personalization and Embodiment Principles: Use Conversational Style, Polite Wording, Human Voice, and Virtual Coaches
10. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts
11. Engagement in e-Learning
12. Leveraging Examples in e-Learning
13. Does Practice Make Perfect?
14. Learning Together Virtually
15. Who’s in Control? Guidelines for e-Learning Navigation
16. e-Learning to Build Thinking Skills
17. Learning with Computer Games
18. Applying the Guidelines



저 자

Ruth C. Clark has focused on evidence-based practice in design and development of workforce training materials for over three decades. Her recent books include Scenario-Based e-Learning and Evidence-Based Training, Second Edition.

Richard E. Mayer is a professor of psychology at the University of California Santa Barbara. He is an internationally recognized researcher in multimedia learning and has authored hundreds of research reports. He is the author of many books including Multimedia Learning, Computer Games for Learning, and editor of the Cambridge Handbook of Multimedia Learning, Second Edition.


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